Kin
Rooted in Hope
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4 549 Ft (4 333 Ft + 5% áfa)
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4 549 Ft
Beszerezhetőség
Becsült beszerzési idő: A Prosperónál jelenleg nincsen raktáron, de a kiadónál igen. Beszerzés kb. 3-5 hét..
A Prosperónál jelenleg nincsen raktáron.
Why don't you give exact delivery time?
A beszerzés időigényét az eddigi tapasztalatokra alapozva adjuk meg. Azért becsült, mert a terméket külföldről hozzuk be, így a kiadó kiszolgálásának pillanatnyi gyorsaságától is függ. A megadottnál gyorsabb és lassabb szállítás is elképzelhető, de mindent megteszünk, hogy Ön a lehető leghamarabb jusson hozzá a termékhez.
A termék adatai:
- Kiadó Atheneum Books for Young Readers
- Megjelenés dátuma 2023. augusztus 31.
- Kötetek száma Hardback
- ISBN 9781665913621
- Kötéstípus Keménykötés
- Terjedelem208 oldal
- Méret 228x152x22 mm
- Súly 604 g
- Nyelv angol
- Illusztrációk 4-c jacket (uncoated; spfx: foil stamp no. 731, emboss, spot gloss); 30-40 4C interior illustrations; digital 533
Kategóriák
Rövid leírás:
A powerful portrait of a Black family tree shaped by enslavement and freedom, rendered in searing poems by acclaimed author Carole Boston Weatherford and stunning art by her son Jeffery Boston Weatherford.
TöbbHosszú leírás:
A powerful portrait of a Black family tree shaped by enslavement and freedom, rendered in searing poems by acclaimed author Carole Boston Weatherford and stunning art by her son Jeffery Boston Weatherford.
I call their names:
Abram Alice Amey Arianna Antiqua
I call their names:
Isaac Jake James Jenny Jim
Every last one, property of the Lloyds,
the state’s preeminent enslavers.
Every last one, with a mind of their own
and a story that ain’t yet been told.
Till now.
Carole and Jeffery Boston Weatherford’s ancestors are among the founders of Maryland. Their family history there extends more than three hundred years, but as with the genealogical searches of many African Americans with roots in slavery, their family tree can only be traced back five generations before going dark. And so from scraps of history, Carole and Jeffery have conjured the voices of their kin, creating an often painful but ultimately empowering story of who their people were in a breathtaking book that is at once deeply personal yet all too universal.
Carole’s poems capture voices ranging from her ancestors to Frederick Douglass to Harriet Tubman to the plantation house and land itself that connects them all, and Jeffery’s evocative illustrations help carry the story from the first mention of a forebear listed as property in a 1781 ledger to he and his mother’s homegoing trip to Africa in 2016. Shaped by loss, erasure, and ultimate reclamation, this is the story of not only Carole and Jeffery’s family, but of countless other Black families in America.
:~:text=Enslaved%20Africans%20either%20carried%20African,panpipe%20(a%20tuned%20pipe. Read the article cited above and discuss as a class the key points it makes.
c. Many spirituals were coded songs that the enslaved sang to share with one another hidden messages about flight and freedom. Identify three coded spirituals and discuss the hidden messages they contain.
7. Interdisciplinary/Music: Music is integral to all cultures. African Americans are credited with creating the blues, gospel, jazz, rock and roll, and rap, and significantly influencing others. Wynton Marsalis and Rhiannon Giddens are two exceptional composers and musicians that have received critical acclaim and honors.
a. What views do Marsalis and Giddens hold about music, performance, and creative processes?
b. Identify why each received the Pulitzer Prize for music. Review information on the Pulitzer Prize website (https://www.pulitzer.org/prize-winners-by-category/225). Marsalis was the first jazz musician to win the prize.
c. Both created music that explored slavery. Listen to excerpts from each prize-winning body of work (Omar and Blood on the Fields), and describe your reactions. How does musical genre influence the presentation of information?
8. Art: Cover art, frontispiece, back pages, endpapers, and other formatting decisions shape the interpretation of a poem, fiction, or nonfiction. Jeffery Boston Weatherford selected scratchboard as the style for the book’s illustrations.
a. Read interviews with Jeffery Boston Weatherford found on the PBS website, YouTube, and elsewhere, and identify key aspects of his artistic philosophy.
b. Collect or check out several books illustrated by Jeffery Boston Weatherford from the library. Identify the artistic style of each. How does the style generate certain reactions from the readers? Does he lean toward a particular style, or does he incorporate an eclectic style?
c. Become the artist: Using photos of family members or loved ones, work on creating portraits of your own kin. You could try working in Jeffery Boston Weatherford’s style or your own.
9. Cooking: Weatherford carefully compares and contrasts the variety of dishes enjoyed by the enslavers and the meager amounts of food given to the enslaved. Consider reviewing plantation records for similarities.
a. Analyze the diets of the enslaved for their nutritional value. Speculate on the ability of the enslaved to work endlessly on these meager diets.
b. How might the enslaved learn to cook the fancy meals found in the book?
c. Read cookbooks written by African Americans such as Jubilee: Recipes from Two Centuries of African American Cooking (T. Tipton-Martin); The Cooking Gene: A Journey Through African American Culinary History in the Old South (M. W. Twitty); and High on the Hog: A Culinary Journey from Africa to America (J. B. Harris & M. Angelou). Comparable cookbooks exist about Caribbean, Central American, and South American cuisine. Identify the key history in each. How do the cookbooks differ or present similar information?
d. Talk to your family about the food and meals that are traditions for them. Collect a few of these recipes by writing out the ingredients and the cooking instructions on a piece of paper and put it in a binder. On another piece of paper, draw or place a photograph of the finished meal to create a personal family cookbook. Consider also asking your family member where the recipes originated in your family and what has changed about them over the years, or why they haven’t changed at all.
10. Social Studies: Slave narratives were collected in the eighteenth through twentieth centuries. Those produced through the Works Progress Administration in the 1930s often have recorded memories of the formerly enslaved.
a. Why is the WPA important? Discuss the process of identifying the formerly enslaved and the collection of their personal histories.
b. Identify and list how the narratives differ on the basis of gender, age, type of plantation and crops, and location of the enslaved&&&8212;for example, slavery in the North, Southwest, mid-Atlantic states, and deep South (Alabama, Georgia, Mississippi, etc.).
c. Listen to slave narratives in the Library of Congress found at this link: https://www.loc.gov/collections/voices-remembering-slavery/about-this-collection/.
d. “The Star-Spangled Banner” and “Lift Every Voice and Sing” are considered the American national anthem and the African American national anthem, respectively. Compare and contrast each stanza of each anthem. For whom is each written? What is controversial about the third stanza of the “Star-Spangled Banner”? Discuss why brothers J. Rosamond and James Weldon Johnson wrote “Lift Every Voice and Sing.”
e. Read the poem and examine the time line of “A Tale of Two Statues,” which starts on page 184. After reading, provide printouts of articles about the removal of the Common Soldier statue, or another statue in your area or region, and lead a civil discussion about the meaning behind the statue, its location, dedication, etc.
i. Discuss recently erected statues and art installations in your area, and what these mean to students. Consider hosting a class debate about the removal of statues, and whether the act is erasing history or displaying cultural growth.
ii. Students can create their own “Tale” by having them choose one or two statues or monuments from a list of those available in their state or region. Using trusted library and internet resources, as well as their city’s historical archives, research the history of the person the statue or monument represents, the erection of the statue, and how the decision to build it came about. Students should then create a poem from the statue’s perspective about its “life” and what people think of it.
11. Poetry: Write a poem that describes your responses to slavery. Identify and review other books written in poetic forms that parallel Kin, such as books written by Marilyn Nelson.
Back Matter
The author’s afterword provides more detailed information about the catalysts for the book. Similar to others searching for their personal histories, Carole Boston Weatherford explores her African ancestry as a means of acquiring knowledge about her family’s history in America.
1. Explain how the 1619 Project and the “Year of Return” to Ghana on the four hundredth anniversary of the Transatlantic slave trade influenced Boston Weatherford’s crafting of the poetry collection.
2. What insights can be gleaned about the author’s search for information from her bibliography?
3. Identify key points in Jeffery Boston Weatherford’s illustrator’s note.
Other Recommended Resources to Augment Kin: Rooted in Hope
Major literacy and literary organizations, along with early childhood organizations, provide guidance to support the use of Kin and similar titles. They include the American Library Association (ALA), International Literacy Association (ILA), National Association for the Education of Young Children (NAEYC), National Council of Teachers of English (NCTE), and the Poetry Foundation.
Another important organization, which was created in 1915 to ensure accurate books, journal articles, and curricular materials about African Americans, is the Association for the Study of African American Life and History, among the first to document African American history (https://asalh.org/). All the above organizations provide recommendations for books, magazines, and online resources. Peruse these resources for recommended books that can be used to support the discussion questions and complete extension activities. Also see the American Library Association’s website for vital information about book challenges: https://www.ala.org/tools/challengesupport/respond
Several important African American history museums are valuable sources of information, including the International African American Museum (https://iaamuseum.org/) and the National Museum of African American History and Culture (https://nmaahc.si.edu/).
Recommended Books for Librarians and Teachers
History is an ongoing collection of processes. Each person is a part of that history. Historical accuracy and authenticity are important components of the historical records. Following is a sample of various histories that offer essential information and serve as an introduction to African American history. Other works written by historians may be found among members of the American Historical Association, Association for the Study of African American Life and History, and the Association of Black Women Historians.
&&&9679; The African Americans: Many Rivers to Cross by Henry Louis Gates Jr. and Donald Yacovone
&&&9679; From Slavery to Freedom by John Hope Franklin and Evelyn Higginbotham
&&&9679; Stolen Childhood: Slave Youth in Nineteenth-Century America by Wilma King
&&&9679; The Hemingses of Monticello: An American Family by Annette Gordon-Reed
&&&9679; African American Odyssey by Darlene Clark Hine, William Hine, and Stanley Harrold
&&&9679; Creating Black Americans: African-American History and Its Meanings, 1619 to the Present by Nell Irvin Painter
Art
&&&9679; Radiant Child: The Story of Young Artist Jean-Michel Basquiat by Javaka Steptoe
&&&9679; Jacob Lawrence: The American Struggle by Elizabeth H. Turner, et. al.
&&&9679; The MET: Faith Ringgold: Narrating the World in Pattern and Color by Sharna Jackson and illustrated by Andrea Pippins
&&&9679; A Splash of Red: The Life and Art of Horace Pippin by Jen Bryant and illustrated by Melissa Sweet
&&&9679; Infinite Hope: A Black Artist’s Journey from World War II to Peace by Ashley Bryan
&&&9679; Just Jerry: How Drawing Shaped My Life by Jerry Pinkney
&&&9679; Dave the Potter: Artist, Poet, Slave by Laban Carrick Hill and illustrated by Bryan Collier
&&&9679; Gordon Parks: How the Photographer Captured Black and White America by Carole Boston Weatherford and illustrated by Jamey Christoph
&&&9679; By and By: Charles Albert Tindley, the Father of Gospel Music by Carole Boston Weatherford and illustrated by Bryan Collier
Poetry
&&&9679; Hip Hop Speaks to Children by Nikki Giovanni
&&&9679; How to Write a Poem by Kwame Alexander and Deanna Nikaido
&&&9679; African American Poetry: 250 Years of Struggle and Song, edited by Kevin Young
&&&9679; The Roots of Rap by Carole Boston Weatherford and illustrated by Frank Morrison
&&&9679; Freedom in Congo Square by Carole Boston Weatherford and illustrated by R. Gregory Christie
&&&9679; Box: Henry Brown Mails Himself to Freedom by Carole Boston Weatherford and illustrated by Michele Wood
Writing
&&&9679; The Write Thing by Kwame Alexander
&&&9679; Kwame Alexander’s Free Write: A Poetry Notebook by Kwame Alexander
&&&9679; Writing in Color: Fourteen Writers on the Lessons We’ve Learned, edited by Nafiza Azad and Melody Simpson
Guide written by Violet J. Harris, PhD, a Professor Emerita of Language and Literacy in the Department of Curriculum and Instruction in the College of Education, University of Illinois. She is a University Scholar whose research focuses on language and literacy acquisition and development, literature for youth, critical issues in education, multicultural literature and literacy materials, and curriculum materials.
This guide has been provided by Simon & Schuster for classroom, library, and reading group use. It may be reproduced in its entirety or excerpted for these purposes. For more Simon & Schuster guides and classroom materials, please visit simonandschuster.net or simonandschuster.net/thebookpantry.
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